Reception Long Term Plan
Our aim is to encourage each child to develop their full potential by gaining in confidence and independence in a caring and stimulating environment.
The school Christian Vision: Do Justice, Love Kindness and Walk humbly with your God, is embedded throughout our Reception.
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. In partnership with parents and carers, we enable the children to begin the process of becoming active learners for life. Transition is a crucial process which we plan carefully as the children enter and we strive to ensure that all children are ready and prepared for KS1.
We understand and appreciate the importance of the outdoor environment for our children. It is a continuation of our indoor provision, and it will be used at every appropriate opportunity. At Wren Academy, we provide our children with opportunities to develop all seven areas of the curriculum through both our indoor and outdoor provision and through accessing our Forest School. We want the children to feel safe and secure at all times and ensure that our safeguarding procedures are rigorous and kept up to date. Communication is important to us and we greatly value the relationship that we develop with parents throughout this vital year.
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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WOWs |
Sharing Family Photos |
Planning and preparing a Party |
Library Visit |
Natural History Museum Dinosaur Workshop |
Planting at Forest School |
Butterflies |
Outcomes |
Treasure Boxes |
Nativity |
Making a Book |
Build a Dinosaur |
Growing Different Seeds |
Barnet Environment Centre |
Culural Capital |
Arts Depot Trip Christmas Pantomime |
Travelling Natural History Museum Dinosaur Workshop |
Vet Visit |
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Key Weekly Themes |
Who is in our family? |
Why is Diwali special to Hindus? |
What are your favourite stories? (share stories from a range of cultures) |
What is the past? |
What are the symbols of Easter? |
What are minibeasts? |
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How can we be a kind friend? |
Why is Remembrance Day important? |
Who is the author? |
What stories do you know about Dinosaurs? |
What do plants need to survive? |
What is the life cycle of a butterfly? |
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How are we similar and how are we different? |
How are birthdays celebrated around the world? |
How can we create characters? |
What are the differences between dinosaurs? |
What different flowers can we see in Spring? What different trees are there? |
What animals live in other countries? |
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What are our senses? |
Why is Kwanza a special celebration for the African culture? |
Can you learn a story off by heart? |
What is a carnivore and what is a herbivore? |
Can you sing a nursery rhyme? |
What is the life cycle of a frog? |
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Where do we live? |
Why is Christmas special to Christians? |
Can you act out a story? |
What is a palaeontologist and what are fossils? |
Can you find the plants on the map? |
How are minibeasts special? |
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Where are our family from on our world map? |
Why is Hanukah special to the Jewish community? |
Can you work together to perform a poem? |
Can you do the dinosaur rumpus? |
How tall? |
Do you have a pet? |
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What do we want to be when we grow up? Who are safe adults? |
How is Christmas celebrated around the world? |
Can you make a book? |
Can you work together to make a dinosaur? |
Can we design a garden? |
Who looks after our animals? |
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Seasonal Activities |
Autumn Walk Leaf Printing |
Winter Trail How does ice melt? Making snowflakes |
Spring Trail What flowers can we find? |
Summer Trail What is it like at the beach? |
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Celebrations |
Harvest Just One Tree Black History Month |
Diwali Bonfire Night Christmas Hanukah Remembrance Day |
Chinese New Year Shrove Tuesday Eid St Davids Day |
Easter |
STEAM Week World Book Day |
Wellbeing Week Art Week Walk to School Week / Road Safety Sports Day |
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WOW Moments and Enrichment Events |
Sharing family photos Harvest Festival singing Just One Tree – learning about plants around the world Black History Month Birthdays Police visit Autumn walk to the park Making treasure boxes about what is special to us |
Anti-Bullying Week Children In Need Pantomime trip Local theatre trip Christmas Nativity performance Road Safety – Walk in local area to send letters to Santa Making poppies |
Internet Safety Week Chinese New Year – food tasting Pancake Day – making pancakes in class Decorating Welsh dragons Acting out fairytales Making puppets Children performing their own stories |
Dinosaur Workshop Decorating Easter eggs Easter bonnet parade Easter services Digging up fossils in the sandpit Going on an archaeology dig |
World Book Day workshop and celebration Making special person cards for Mother’s Day Nature Scavenger Hunt STEM Week Workshop Planting seeds Trips to the allotment Forest School planting Follow and make a map of the school grounds to find flowers and trees |
Animal patterns Watching butterflies grow and releasing them Live chick eggs Frogspawn Vet visit Barnet Environment Centre trip |
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Key Texts |
Who lives here? Stick Man The Colour Monster Funny Bones The Big Book of Families Pete the Cat Only one You The Leaf Thief Tap the Magic Tree Stanley’s Stick Hello Friend – Rebecca Cobb Super Dooper You Blue Chameleon Mommy, Mama and Me Red Rockets and Rainbow Jelly You choose The family book All kinds of people The great big book of feelings Pumpkin Soup Coming to England and My Two Grannies – Fl.Benjamin |
The Gruffalo The Gruffalos Child Owl Babies Christmas Story / Nativity Rama and Sita Little glow Dipal’s Diwali The best Diwali ever The Fox in the Dark We’re going on a leaf hunt We’re going on a bear hunt Brown bear, brown bear what do you see? Each Peach, Pear Plum – linked to Family History Know it Owl Mixed – colour mixing / different families |
Traditional Tales and Tales with a Twist Room and the Broom Zog Tabby McTat Run Gingerbread Man Three Little Pigs Cinderella Cinderboy Lost and Found Penguin - Polly Dunbar One Snowy Night Jack Frost Polar Bear, Polar Bear and Tango makes Three A thing called Snow Mr Wolf’s pancakes The Great Race – the Chinese zodiac story Li’s Chinese New Year |
Harry and the Dinosaurs The Emperors Egg Dinosaur Rumpus Dinosaur fiction books Tiger who came to Tea Diary of a Wombat Elephant and the Bad Baby The Ugly Five We all went on Safari Elmer |
Jack and the Beanstalk The Scarecrows Wedding The Tiny Seed Oliver’s Vegetables Jack and the Jelly Beanstalk Jasper’s Beanstalk Jim and the Beanstalk Tree, Seasons come and seasons go A stroll through the Seasons One Little Seed Betsy Buglove Pip and the Egg The growing story Ruth Krauss Once there were Giants Titch The Woolly Bear Caterpillar My Butterfly Bouquet |
The Very Hungry Caterpillar Christopher’s Caterpillars Things with wings Lighthouse Keeper’s Lunch Under the Sea Non – Fiction One Plastic Bag Tiddler Somebody swallowed Stanley Commotion in the Ocean The Snail and the Whale The Odd Fish Bloom The Yoga Ogre Mog and the Vet Mad about Mini Beasts Fiction books about life cycles |
Talk 4 WritingText Studied |
Peace at Last - (family) Sharing Shell - (friendship) |
Kippers Birthday Jolly Christmas Postman (Christmas) |
Gingerbread Man - (fairy tales) We’re going on a Bear Hunt |
Dinosaur Rumpus Tyrannosaurus Drip Dinosaurs love underpants |
Jack and the Beanstalk The Extraordinary Gardener |
Hungry Caterpillar Bad Tempered Lady Bird Super Worm |
Communication and Language
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific tales | Time Travellers | Plants and Growing | What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Communication and Language |
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back and forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language rich environment is crucial. By commenting on what children are interested in or doing and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story telling and role play, where children share their ideas with support and modelling from their teacher and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer term ELGs |
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Listening and Attention |
To continue to develop their listening skills and strengthening their understanding of why listening is important. This will support the children to be able to follow instructions / directions. To engage in story times, joining in with repeated phrases and actions. To begin to understand how and why questions. To respond to instructions with more than one step. |
Listen attentively and respond to what they hear by answering relevant questions, responding with comments and actions when being read to during small group interactions. To retell a story. To follow a story without pictures of props. Hold conversation when engaged in back and forth exchanges with their teacher and peers. |
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation when engaged in back and forth exchanges with their teacher and peers. |
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Speaking |
Participate in small groups, using vocabulary focussed on objects and people that are of particular importance to them. Comments on things that they have observed. Express their ideas and feelings about their experiences using full sentences, most of the time, including use of past tense with modelling and support from their teacher. Use props and puppets to retell a story. Participate in small groups, using recently introduced vocabulary. Offer explanations for why things have happened, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Beginning to use conjunctions (and, because). Re-tell stories in role play. |
Participate in small groups, using vocabulary focussed on objects and people that are of particular importance to them. Comment on things that they have observed. Express their ideas and feelings about their experiences using full sentences, most of the time, including use of past tense with modelling and support from their teacher. Use props and puppets to retell a story. Participate in small groups, using recently introduced vocabulary. Offer explanations for why things have happened, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences consistently using full sentences, including use of past and present tenses with modelling and support from their teacher. Beginning to use conjunction (and, because). Re-tell stories in role play. |
Participate in small group, class and one to one discussions, offering their own ideas, using recently introduced vocabulary. Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, nonfiction, rhymes and poems when appropriate. Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher |
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Activities to support children achieveing these outcomesWhole EYFS Focus – Communication and Language is developed throughout the year through high quality interactions, daily group discussions, sharing circles, PSHE times, stories, singing, Poetry Basket Poems, speech and language interventions, Talk 4 Writing units, half termly show and tell, role play areas, sharing weekend news, EYFS assemblies and weekly ELSEC interventions. |
DAILY READING OF KEY TEXTSRWI lessonsWelcome to WrenSettling in activities. Making friends – setting up talk partners Lining up partners Children talking about experiences that are familiar to them – holidays, families, friends. Rhyming and alliteration in key texts - sharing shell Sharing facts – All about me! Model talk routines through the day. Making boxes about what is special to them Rhyming baskets Describing where we live on a map Listening and naming our 5 senses Going on a senses hunt Autumn walk – what can you see? Silly Soup Rhyming Retelling a story with props – peace at last Role playing cooking dinner Role playing being ‘teacher’ |
DAILY READING OF KEY TEXTSRWI lessonsTell me a storyDevelop vocabulary linked to celebrations Tell me a story - retelling Stories – Gruffalo before theatre trip Following instructions to make Diva lamps, poppy pictures, Christmas cards Describing different celebrations they take part in. Taking part in discussions about how different and special we are. Understand how to listen carefully and why listening is important. Performing in Nativity Role play visiting Santas grotto Act out Nativity story |
DAILY READING OF KEY TEXTSRWI lessonsTell me WhyPractising using past tense when retelling stories. Ask’s how and why questions Retell a story with story language Ask questions to find out more and to check they understand what has been said to them. Discuss events and characters in a story Engage in fiction texts Listen to and talk about stories to build familiarity and understanding. Role play acting out the key texts using fairytale spoons, and puppets |
DAILY READING OF KEY TEXTSRWI lessonsWhat happenedListen and Talk about an object from the past: “What colour is it? Where would you find it? Sustained focus when listening to a story Engage in non-fiction texts Re-read some books so children learn the language necessary to talk about what is happening in each illustration and relate it to their own lives. Role play going on a dig and talking about fossils being made |
DAILY READING OF KEY TEXTSRWI lessonsTalk it throughGive instructions on how to plant seeds, look after plants and make flower pictures Describe what has happened when plants have grown Offer explanations for what happened using recently introduced Hold conversation when engaged in back-and-forth exchanges with their teacher and peers when on a summer walk looking at plants and trees. Role play going to a garden centre and planting seeds Role play shop using coins and money. |
DAILY READING OF KEY TEXTSRWI lessonsTime to shareMake comments and give explanations about the animals and life cycles they are observing. Read aloud books to children that will extend their knowledge of the world and illustrate a current topic. Select books containing photographs and pictures, for example, places in different weather conditions and seasons and of different life cycles and animals. Role play going to the vets and acting out giving the vet help. |
Role Play Area |
Home, Kitchen, School |
Santa's Grotto / Workshop Nativity Scene |
Fairy Tale Castle or Cottage | Archaeologists Lab, Mini Museum | Garden Centre, Fower Shop | Farm, Vets, Pet Shop |
Personal, Social and Emotional Development
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Personal, social and emotional development |
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Self-Regulation |
To talk about how they are feelings and show an understanding of their own feelings; comfortable, uncomfortable. To consider how others are feeling and how their behaviour affects that. To change their behaviour to a range of situations. Work towards simple goals, being able to wait for what they want. Give focused attention to what the teacher says, beginning to respond appropriately, showing an ability to follow instructions involving ideas or actions |
Show an understanding of their own feelings and begin to regulate their behaviour. Work towards simple goals, being able to wait for what they want and are beginning to control their immediate impulses when appropriate. Give focused attention to what the teacher says, beginning to respond appropriately when engaged in activity, and show an ability to follow instructions involving ideas or actions. |
Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. |
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Managing Self |
Be confident to try new activities and show independence. Can explain the rules of the classroom, knowing right from wrong. Puts on own clothing such as coat, cardigan, gloves etc. Usually dry and clean during the day. Can talk about and categorise the different food they eat. Joins in with physical education. Washes hands effectively. To begin to show resilience and perseverance when faced with a challenge. |
Be confident to try new activities and show independence and resilience. Explain the reasons for rules, knowing right from wrong. Zips own coat Can name some of the food groups. Can identify and name healthy foods. To understand the importance of healthy food choices. Can talk about the different exercises they do. Knows to wash hands before eating/drinking/cooking. |
Be confident to try new activities and show independence, resilience, and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly. Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. |
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Building Relationships |
Work and play cooperatively and take turns with others. Form a positive attachment to an adult and friendships with peers. Demonstrate friendly behaviour towards others. |
Work and play cooperatively and take turns with others. Form positive attachments to a range of adults and friendships with peers. Show sensitivity to their own needs. |
Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers. Show sensitivity to their own and to others’ needs. |
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Activities to support children achieving these outcomesLinks to behaviour for learning |
Heartsmart Turn the Power On Jigsaw – Being Me in the World Policeman visit about the role of the Police Force Christian Vision Day Just One Tree Day Black History Month Harvest Festival activities Learning about kind hands and good listening Colour Monster book and activities about the different Colour Monsters Naming different feelings, thinking about how to feel with ‘not so good feelings’, know some self-care techniques. Know that some actions and words can hurt others feelings. Handwashing Class Rules: Behavioural expectations and systems in the class / boundaries set Positive Points and House Points Learning rules of Assemblies |
Heartsmart Do not forget to let the Love In Jigsaw – Celebrating Difference Cutlery workshop Odd socks day Working together to perform a nativity Anti-bullying week – how can we be kind and what do we do if we see someone being unkind? Children in need and importance of helping others Celebrating difference I know what it means to be respectful and to be treated with respect Remembrance Day – how can we show respect? Celebrating cultural difference through celebrations – learning which faith our friends are part of and which celebrations they join in with. What makes us special? Who lives with me and who is part of my family? (UW) |
Heartsmart Too much selfie is not Healthy Jigsaw – Dreams and Goals Fire brigade visit about safety Internet safety day activities Learning about never giving up Setting goals the children want to achieve with their learning Using kind words to encourage others Giving compliments to each other! Activities about what we want to be when we grow up. |
Heartsmart Do not hold on to what is Wrong Jigsaw – Be dog smart workshop Importance of exercise – doing different exercise activities in the classroom Learn about the importance of sleep Washing hands Safe adults |
Heartsmart Fake is a Mistake Jigsaw – Relationships and Anti-Racism STEM Week – What do we want to be when we grow up? Learning about being a good friend The impact of unkind words Using calm time to manage feelings Learn about racism Learn about oral hygiene and the importance of going to the dentist – link to story about going to the dentist |
Heartsmart No way through is not True Jigsaw – Changing Me Healthy Eating workshops Wellbeing Week – How can we feel calm Being kind to living creatures, taking care of animals (frogs / butterflies / live eggs) Understanding life cycles, plant growing. The importance of healthy eating and oral health Naming parts of our body Transition activities for Year 1 |
Our Christian Vision |
Do justice, love kindness and walk humbly with your God |
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Physical Development
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me |
Let Us Celebrate |
Terrific Tales |
Time Travellers |
Plants and Growing |
What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Personal, social and emotional development |
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Gross Motor Skills |
To move safely within a given space. To run, change direction and stop on a given signal. To jump, hop, balance and move in a variety of ways with increasing control and to stop safely. To develop control when using basic equipment e.g. scissors. |
Shows increasing control over an object in pushing, patting, throwing, catching, or kicking it. Travels with confidence and skill around, under, over and through balancing and climbing equipment. Jumps off an object and lands appropriately. |
Negotiate space and obstacles safely, with consideration for themselves and others. Demonstrate strength, balance and coordination when playing. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing |
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Fine Motor Skills |
Uses a pencil, in a finger grip, showing a preference for a dominant hand, effectively to form some recognisable letters. Handles tools, objects, construction, and malleable materials safely and with increasing control. Uses simple tools to effect changes to materials: Paintbrush, drawing media (e.g. oil pastels, crayons), glue spreader, Sellotape, and scissors. Creates simple representations of events, people and objects - Draw a face To start hold and use a knife and fork correctly |
Uses a pencil in the modified tripod grip, effectively to form recognisable letters of the letters of the alphabet. Handles tools, objects, construction, and malleable materials safely and with increasing control. Uses simple tools to effect changes to materials: hole punch, split pins. Creates simple representations of events, people and objects -A person with at least 8 features – body, head, arms, legs, eyes, mouth, nose and hair. To hold scissors safely and correctly and cut out large shapes. To write letters using the correct letter formation and control the size of the letters formed |
Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. Use a range of small tools, including scissors, paint brushes and cutlery. Begin to show accuracy and care when drawing |
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Activities to support children achieve these outcomes |
Funky Finger Activities Drawing pictures of families Making self-portraits with different materials – playdough, cutting thread Making maps of where we live Using small word to act out ‘school’ Name writing and key word writing Draw lines and circles to create image Look at sense of touch Lego building Autumn crayon leaf printing |
Funky Finger Activities Engage children in structured activities: guide them in what to draw, write or make e.g. poppy pictures, firework pictures using straws and cotton buds, using glue spreaders for glitter, Christmas cards, draw henna pictures, diva lamps, making bread for Hannukah |
Funky Finger Activities Construction and malleable materials with increasing control to make story book settings in a shoe box Button clothing activities Cutting with scissors to make characters and props for stories Using beads and pompoms to decorate story covers Use split pins to create a character / puppet from the story Writing stories |
T4W Lesson Activities Using small brushes to dig and clean fossils Making mini Lego creations of dinosaurs Labelling dinosaurs Develop accuracy and safety using scissors to cut out details of dinosaurs Cut along a straight line with scissors Start to cut along a curved line Writing facts about animals Making a history timeline |
T4W Lesson Activities Making pictures using seeds Painting, colourings and decorating flowers Imitating drawings Labelling pictures Writing stories Making a map STEM week Lego activities Building things with smaller linking blocks |
T4W Lesson Activities Cutting out life cycles Writing stories Labelling life cycles Making animal patterns Art Week activities |
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Co-operation Games Climbing – outdoor equipment Help individual children to develop good personal hygiene Acknowledge and praise their efforts Provide regular reminders about thorough handwashing and toileting |
Ball Skills Throwing and catching Skipping ropes in outside area Dance related activities Provide a range of wheeled resources for children to balance, sit or ride on, or pull and push Use a range of small and large apparatus inside and outdoor Use bikes to guide around a track to negotiate space |
Ball Skills Aiming, dribbling, pushing, throwing, catching, patting or kicking Ensure that spaces are accessible to children with varying confidence levels, skills and needs. Provide a wide range of activities to support a broad range of abilities. |
Balance Children moving with confidence Use picture books and other resources to explain the importance of the different aspects of a healthy lifestyle Obstacle activities children moving over, under, through and around equipment |
Active Encourage children to be highly active and get out of breath several times every day Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce. |
Races Team games involving gross motor movements dance related activities Allow less competent and confident children to spend time initially observing and listening, without feeling pressured to join in Negotiating space safely Team work to build dens using a range of equipment |
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Outdoor Area Opportunities |
Climbing Frame |
Use of Bikes |
Ball / Beanbag games |
Obstacle Course |
Team Games, Building the Water Wall |
Den Building |
Handwriting |
Daily Wren Write |
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Weekly PE Lessons |
Body parts, balancing and different ways to travel |
Dance and co-ordination |
Throwing, catching and trapping |
Gymnastics intro |
Team games attacking, defending and following rules |
Active Athletics |
Literacy
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me |
Let Us Celebrate |
Terrific Tales |
Time Travellers |
Plants and Growing |
What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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LiteracyDeveloping a Passion for Reading |
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing). |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Comprehension |
Can answer simple retrieval questions about a text which has been read to them and starting to sequence simple stories Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play Demonstrate understanding when talking with others about what they have read |
Can answer retrieval questions about a text which has been read to them and start to make predictions about what might happen next in a story Identifying the beginning, middle and end of stories Continuing to use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books To retell a story, they have heard. To follow a story without pictures of props To identify and talk about the characters in books they are enjoying listening to or reading |
Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary Anticipate – where appropriate – key events in stories Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play |
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Word Reading |
To recognise their written name To recognise taught Set 1 sounds – see RWI To identify the initial sound in words Start orally blend sounds to read CVC words using taught sounds Use taught digraphs to orally segment and blend words To begin reading captions and sentences using taught sounds Reading blending books and books matching their phonics ability |
To recognise taught Set 1, Set 2 and Set 3 sounds – see RWI To read taught red words Can segment the sounds in simple CVC, CCVC and CVCC words To read books matching their phonics ability To begin reading captions and sentences using taught sounds |
Say a sound for each letter in the alphabet and at least 10 digraphs Read words consistent with their phonic knowledge by sound blending Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words |
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Writing |
Ascribe meaning to marks Write own name Use some clearly identifiable letters to communicate meaning Link sounds to letters, and naming some of the letters of the alphabet Write initial sounds of words Using finger grip |
Write independently during play Write CVC words (words containing both set 1 and 2 sounds) To spell words using taught sounds, including special friends Write labels and captions Using modified tripod grip To begin to write sentences using finger spaces and full stops |
Write recognisable letters, most of which are correctly formed Spell words by identifying sounds in them and representing the sounds with a letter or letters Write simple phrases and sentences that can be read by others |
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Activities to support children achieving these Outcomes |
Joining in with rhymes and showing an interest in stories with repeated refrains. Learning words and labels around the classroom Discussing having a favourite story/rhyme. Sequencing familiar stories through the use of pictures to tell the story. Recognising initial sounds activities such as matching pictures to letters, linking to funky fingers and using tweezers to pick up objects and sounds. Name writing activities. Engage in extended conversations about stories, learning new vocabulary. Poetry Basket Story telling basket |
Retell stories related to events through acting/role play – acting our Kippers birthday party, reading and writing invitations, birthday cards, Christmas cards, Santa’s lists, letters, post cards. Retelling stories using images / apps. Story Maps of Kippers birthday. Making links from Jolly Postman to other Traditional Tales. Editing of story maps and orally retelling new stories. Sequence story – use vocabulary of beginning, middle and end. Talk about other stories which link to different cultures e.g. Rama and Sita. |
Reading a range of the children’s favourite stories and compare traditional stories to popular stories today such as Julia Donaldson stories. Get children to make up stories with themselves as the main character. Encourage children to record stories through picture drawing/mark making, make gingerbread men. Act out going on a bear hunt. Compare to going on a lion hunt. Get children to make up their own versions. Order events, discuss characters and create story maps and use to retell stories. Children will label sequences of the stories. |
Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. World Book Day They develop their own narratives and explanations by connecting ideas or events Act out stories in Role-Play Poetry Basket\ Look at non-fiction texts linked to topic and begin to understand the difference between fiction and nonfiction Children will write their own descriptions of different dinosaurs. |
Stories from other cultures and traditions. Retell a story/poem with actions and / or picture prompts as part of a group - Use story language when acting out a narrative. Rhyming words. Characters/ event / setting in a story. May include labels, sentences or captions. Children will write their own instructions. |
Retell a description of a life cycle and facts and information. Read and write labels and captions of different non-fiction books. Can draw pictures of characters/ event / setting in a story Listen to stories, accurately anticipating key events & respond to what they hear with relevant comments, questions and reactions. Write predictions effectively about what they think will happen next in SuperWorm. Fiction means story. - Can point to front cover, back cover, spine, blurb, illustration, illustrator, author and title. Children can make their own books. |
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Peace at Last (Family) Sharing Shell (Freindship) |
Kippers Birthday Jolly Christmas Postman (Christmas) |
Gingerbread Man (Fairy Tales) We're Going on a Bear Hunt |
Dinosaur Rumpus Tyranosaurus Drip Dinosaurs Love Underpants |
Jack and the Beanstalk The Extraordinary Gardener |
Hungry Caterpillar Bad Tempered Ladybird Super Worm |
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Daily Structured RWI Lessons |
Children will have daily RWI lessons beginning as whole class and then splitting into groups in Autumn 2. This systematic programme teaches children phonetical awareness, word reading, handwriting and comprehension. This links to the books the children take home. The activities above are what we do above and beyond this programme to develop children love of reading and confidence with writing. |
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Maths
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me |
Let Us Celebrate |
Terrific Tales |
Time Travellers |
Plants and Growing |
What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Maths |
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Numbers |
To recognise numbers 1-5 To begin to subitise to 3 To find one more of numbers to 5 To find one less of numbers to 5 To explore the composition of numbers to 5 To match the written numeral to a quantity to 5 To know addition facts to make 5 |
To recognise numbers 6-10 To begin to subitise to 10 To find one more of numbers to 10 To find one less of numbers to 10. To explore the composition of numbers to 10 To match the written numeral to a quantity to 10 To continue to recall addition facts that make 5 and identify the subtraction facts To estimate a number of objects. To practise pairs of numbers that make 10 To begin to learn double facts Compare quantities of two groups with identical objects Combine two groups to find the whole (numbers to 10) |
Have a deep understanding of number to 10, including the composition of each number Subitise (recognise quantities without counting) up to 5 Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts |
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Numerical Patterns |
Identify which group of objects has more Identify which group of objects has less Compare quantities up to 5 Compare equal and unequal groups Count forward to 5 and then to 10 Count backward from 5 to 0 and then 10 to 0 Order numbers to 5 |
Count to 15. Count given objects up to 10. Order numbers to 10. Compare quantities to 10. Understand the difference between odd and even numbers to 10. Combine two groups of objects by counting all of them together. Find the missing number from a number line. Take objects away and count how many are left. Complete complex patterns Compare objects saying when they are heavy/light, full/empty, big/small. |
Verbally count beyond 20, recognising the pattern of the counting system Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally |
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We follow White Rose scheme of work for Reception with the following units of planning |
Early Mathematical Experiences Counting rhymes and songs Classifying objects based on one attribute Pattern and Early Number Recognise, describe, copy and extend colour and size patterns |
Numbers Within 5 Count up to six objects. • One more or one fewer • Order numberals 1 – 5 • Conservation of numbers within 5 Addition and subtraction within 5 Explore addition and subtraction Measures Estimate, order compare, discuss and explore capacity, weight and lengths Shape and Sorting Describe and sort 2-D shape • Describe position accurately Calendar and Time Days of the week, seasons • Night and Daytime |
Zero Understanding of concept of zero Numbers within 10 • Count up to ten objects • Represent, order and explore numbers to ten • Composition • One more or fewer, one greater or less • Subitise • Comparing 2 quantities, ordering quantities • Pairing • Writing numbers Addition and subtraction within 10 • Explore addition – combining two groups • Subtraction as taking away • Number Bonds to 10 • Addition, subtraction and equals symbols |
Measures Vocabulary for, comparing weight and height and length and capacity Time – sequence events, yesterday / today / tomorrow Patterns Repeating patterns Shape Describe and sort 3-D shapes • Describe similarities and differences |
Numbers Beyond 10 Build and identify numbers to 20 and begin to understand order and place value • Composition • Count on and back to beyond 10 • Subitise • One more / one less • Missing Numbers • Estimating • Writing numbers Addition and Subtraction within 20 Understand an amount can be changed by adding more or taking away • Begin to add on by counting on • Begin to problem solve and reason • Recall number bonds to 5/10 Doubling Double means twice the amount • Say doubles of numbers to 10 |
Sharing / Even and Odd Share to make equal groups • Recognise some quantities can’t be paired or shared equally, begin to understand odd one left • Begin to understand the odd and even number structure Shape and Space Positional language • Spatial reasoning • Shapes can be combined or separated to make a new shape Patterns Patterns in numbers and shape • Repeating patterns • Symmetry |
Some Activities to support children achieveing these Outcomes |
Number hunts Making recipes in the mud kitchen counting out Autumnal objects. Using Numicon to make pictures Part, part whole games using beanbags, cakes, hoops and Numicom. Playdough Numicon Letter writing activities Ordering activities Counting activities |
Gruffalo café in mud kitchen. Adding and taking away games and songs – 5 little ducks, speckled frogs tec. Making shape pictures Using water wall to measure capacity Cooking bread to measure weight Sorting days of the week and making calendars for Christmas Car races to measure length Counting poppies |
Number bond songs Number bond ladybirds Number bond party Addition and subtraction ball games Pairing activities indoor and outdoor Addition recipes and songs |
Car racing games to measure length Hand print length measuring Ordering events Children retelling their events 3D shape hunts 3D shape pictures Adding and subtracting dinosaurs Counting dinosaur spots Making drinks for the dinosaurs |
Making flowers and adding and subtracting petals Counting in the shop Using money in the garden centre Number bond songs Using peg boards for patterns Doubling flowers Doubling leaves on a tree |
Doubling butterfly patterns Giving each other instructions to follow an obstacle course Using Beebots Making shape patterns Comparing quanities in the provision Cutting up shapes to make new shapes |
Understanding the World - People Culture and Communities
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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People, Culture and Communities |
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them, from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Our Curriculum enables children to develop a positive sense of themselves and others and learn how to form positive and respectful relationships.They will begin to understand and value the differences of individuals and groups within their own and the wider community. Children will have opportunity to develop their emerging moral and cultural awareness. |
Describe their immediate environment using knowledge from observation and discussion. Know some differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and when appropriate, maps |
Describe their immediate environment using knowledge from observation, discussion and stories. Know some similarities between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and when appropriate, maps |
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and when appropriate, maps |
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Identifying their family. Commenting on photos of their family; naming who they can see and of what relation they are to them. Can talk about what they do with their family and places they have been with their family. Can draw similarities and make comparisons between other families. Read fictional stories about families and start to tell the difference between real and fiction. Talk about members of their immediate family and community. Stranger danger / Road Safety Talking about occupations and how to identify strangers that can help them when they are in need. Link to Police Visit. Black History Month activities about special people |
Begin to understand that some places are special to members of their community Talk about special places they go with their family… places of worship visited by children Begin to recognise that people have different beliefs and celebrate special times (see below) Develop a knowledge and awareness of other festivals … Bonfire Night, Christmas Introduce children to different occupations and how they do their jobs. Talk about members of their immediate family and community Describe family members … grandparent, older, younger Look at different types of families (families that live with grandparents, single parent families, families with siblings, only child families, families with step parents, single parent families, same sex families) |
Use images, video clips, shared texts and other resources to bring the wider world into the classroom. Where are different stories set? Listen to what children say about what they see Talk about families from different stories. Recognise that people have different beliefs and celebrate special times in different ways – Chinese New Year Recognise some similarities and differences between life in this country and other countries Look at some of the stories about significant people from around the world (little people collection) |
Learn about jobs such as palaeontologists and archaeologists Learn about different countries around the world and regions of the world where we think key dinosaurs roamed How do we know about information of the past. Recognise that people have different beliefs and celebrate special times in different ways Easter Recognise some similarities and differences between life in this country and other countries |
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps Explain some similarities and differences between life in this country focusing on plants which grow in this country and plants that only grow in other countries and understand why. Look at how certain plants survive in different environments. Use maps of the school to locate plants. |
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps about animals and life cycles Search for minibeast in the local area Learn about animals that live in other countries and compare them to our country |
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Key Historical aspects of Learning |
Harvest Just One Tree Black History Month |
Diwali Bonfire Night Christmas Hannukah Remembrance Day Kwanzaa |
Chinese New Year Shrove Tuesday Eid St Davids Day |
Easter Mothers Day |
STEAM Week World Book Day |
Wellbeing Week Art Week Walk to school Week / Road Safety Sports Days |
Understanding the World - Past and Present
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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| Overaching Theme | All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
| Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Past |
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them, from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes | End of Summer Term ELGs | ||||
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Children begin to explore History by first starting with their own and through reading and exploring high quality texts |
Talk about the lives of those in their own families and their roles in society. To be able to identify how they have changed from when they were a baby. Know some differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through characters encountered in books read in class and storytelling. |
Talk about the lives of other familiar people (their teacher, their local shop keeper, etc) around them and their roles in society. Know some similarities between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings and characters encountered in books read in class and storytelling - linking books in T4W |
Talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling. |
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Talk about members of their immediate family and community. Begin to make sense of their own life story and family’s history in terms of their family dynamics linked to All About Me. Grandparent, older, younger etc. Begin to comment on images of familiar situations in the past, when mum was little… Listen out for and make note of children’s discussion between themselves regarding their experience of past birthday celebrations. |
Children learn about events in the past which led to; Bonfire Night, Christmas Diwali. Can children talk about what they have done with their families during past celebrations? Talk about birthdays. Show photos of how Christmas used to be celebrated in the past. Begin to identify similarities and differences. Family History Christmas focus, what was life like for children’s parents and grandparents when they were 4 or 5 years old, what is the same or different, toys celebrations and traditions. Talk about people that the children may have come across within their community, such as the police, the fire service, doctors and teachers. |
Comment on images of familiar situations in the past. Think about a time it snowed or was frosty. What did you do? What is the same or different about the experience now? How? Why? Parents to support. Listening to stories and placing events in chronological order, linked to text focus for Literacy. Compare stories from the past to now. Look at how we read stories now (tonies, audio books, online compared to how you could listen to stories in the past. Listening to stories and placing events in chronological order, linked to text focus for Literacy. Traditional Tale Settings, use as a stimulus to discuss what life is like in the setting for the characters, then and now. |
Look at how we can learn about the past. What are fossils and what we can learn from them. Nursery Rhymes as a stimulus for discussing situations in the past, three lessons from Key Stage History website use to look at now and then, past and present, old and new. Talk about the lives of the people around them and their roles in society. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. |
Know some similarities and differences between things in the past and now, drawing on how they have grown and changed, what can they do now that they could not in the past. Link to texts including; Once there were giants and the growing story. Understand the past through settings, characters and events encountered in books read in class and storytelling. Listening to stories and placing events in chronological order, linked to text focus for Literacy. |
Talk about the lives of the people around them and their roles in society, link to famous artists in Art Week Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling. Changes in living things. Think about life cycles and place in order events to show change over time. Additionally link to seasonal change over the year, now and then. |
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Key Historical aspects of learning |
Black History Month |
Why do we wear different clothes at different times? |
Significant figure Julia Donaldson |
What has changed since prehistoric times? |
How has our world changed |
How have we grown and how have we changed since we were a baby? What can we do now which we could not do then? |
Understanding the World - The Natural World
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Autumn 1 |
Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing |
What is in the Wild? |
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Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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| The Natural World |
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them, from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. |
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We Encourage interactions with the outdoors to foster curiosity and give children freedom to touch, smell and hear the natural world around them during hands-on experiences. We use our Forest School and outdoor provision to provide first hand experiencesof the natural world |
End of Autumn Term Outcomes |
End of Spring Term Outcomes |
End of Summer Term ELGs |
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Explore the natural world around them, making observations and drawing pictures of animals and plants. Links to leaf printing/drawings Know some differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Talk about processes and changes in the natural world around them, including the seasons and changing states of matter. |
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand processes and changes in the natural world around them, including the seasons and changing states of matter. |
Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. |
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Navigating around our classroom and outdoor areas. Create treasure hunts to find places / objects within our learning environment. Follow / create simple maps. Look at Aerial Photos. Know about seasonal change Autumn – signs, stories. Explore this through an Autumn walk. Collect natural objects to sort and use to make recipes in the mud kitchen Make observations verbally, taking photos etc. Talk about what they do with their family and places they have been with their family Can they draw similarities and make comparisons between other families? Encourage them to comment on what their home is like. Show photos of the children’s homes and encourage them to draw comparisons. |
Use the Jolly Postman / Jolly Christmas Postman to draw information from a map and begin to understand why maps are so important to postmen. Create their own story maps to show the journey of the postman. Road safety, link to police visit as follow up go on a walk around the school, crossing roads, following a map. Create an emotional map, what do I like and not like, take photos and plot photos to create own maps. Nocturnal animals. Making sense of different environments and habitats. Look at them in the school grounds. After close observation, draw pictures of the natural world, including animals and plants linked to seasonal change – Autumn. Have objects hidden in ice and discuss how ice melts and why we see more ice in Winter. |
WINTER TRAIL: Use images, video clips, shared texts and other resources to bring the wider world into the classroom. Know about seasonal change, Winter stories, signs. Explore this through Forest School. Collect natural objects to sort. Make observations verbally, taking photos etc. Bring the outside in if we get any snow or frost, go out and explore and also bring in, watch it melt and explore / describe it. Freezing / melting experiments. Know about the North and South Pole as a contrasting climate, what is the landscape like there? What lives there? Animal focus? Discuss weather. Google Earth, how can we identify cold places? What colour might they be and why? Link to climate and weather. Aerial Photos. Encourage discussion, describing and commenting on things they have seen whilst outside, including plants and animals. |
Change in living things. Changes in the leaves, weather, seasons. Life cycles of chicks / butterflies / frogs etc, link to habitats. Forest School. Know about seasonal change - Spring stories, signs. Explore this through Forest School. Collect natural objects to sort. Make observations verbally, taking photos etc. Provide opportunities for children to note and record the weather. Draw children’s attention to the immediate environment, introducing and modelling new vocabulary where appropriate. Look for children incorporating their understanding of the seasons and weather in their play. Plant plants and look at habitats in the natural world, baby animals and how they live and grow in nature. |
Use Handa’s Surprise to explore a hot country - Africa. Identify on Google Earth and look at aerial photos. Discuss the contrasting climate, the weather, landscape, animal focus. Plot on world map display. Look at the similarities and differences in this country and Africa. Encourage the children to make simple comparisons. Can children make comments on the weather, culture, clothing, housing. Trip to Friary Park to discuss what we will see on our journey, map work and features. Use bee-bots on simple maps. Encourage the children to use navigational language. Environment, features of local environment Maps of local area comparing places on Google Earth. How are they similar / different? Can children differentiate between land and water? |
Materials: Floating / Sinking, boat building Metallic and non-metallic objects. Experiment. Share non-fiction texts that offer an insight into contrasting environments. Listen to how children communicate their understanding of their own environment and contrasting environments through conversation and in play. Look at the environment where different animals live; woodlands, forests, rivers. Look at what rubbish can do to our environment and animals. Create opportunities to discuss how we care for the natural world around us. |
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Fieldwork |
Navigating the classroom and school grounds. Autumn walk looking at seasonal change |
Walk in surrounding school area, road safety / post Santa letters, map journey (urban) Theatre trip, walk to local theatre and notice features of Finchley. |
Walk to the local Library. |
Mapping the Forest School Digging for fossils in the meadow. |
Local walk to Friary Park to look at plants and trees. |
Trip to the Barnet Environment Centre. Identify the features of a rural place. |
Expressive Arts and Design - Creating with Materials
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Autumn 1 |
Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
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Overarching Theme |
All About Me | Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
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Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Creating with Materials |
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes | End of Summer Term ELGs | ||||
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Painting, 3D modelling, messy play, collage, cutting, drama, role play, threading, clay sculptures, Lots of links to Fine Motor Skills. Children to explain their work to others. |
Drawing Creates simple representations of events, people and objects. Draw a face. Colour Name primary and chooses colours to use for a purpose. Texture Explore and experiment with different materials to compare textures. Know the materials that are soft / rough / shiny. Form Use glue and Selotape / masking tape to combine materials. Design Say what they intend to create. Function Replicate an existing model. Share their creation with others. Use life like, available or modelled props to support role play. |
Drawing Creates simple representations of events, people and objects. A person with at least 8 features; body, head, arms, legs, eyes, mouth, nose, hair Colour Name primary and secondary colours and explores what happens when they mix colours. Texture Choose appropriate materials for a purpose. Form Hole punch and thread to combine. Design Plan with reasoning Function Adapt an existing model. Talk with others about their creation and what they like about it. Adapt the intended purpose of an object to meet their role play needs e.g, banana is a phone. |
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used. Make use of props and materials when role playing characters in narratives and stories Drawing Creates simple representations of events, people and objects and drawings with distinctive features e.g. curtain in a house, scales on a mermaid’s tale. Colour Experiments with light and shade using specific terminology; light, shade, dark, tone. Texture Combine different materials on for a planned effect e.g, create a picture using feathers for a soft bed, lollipop sticks for the trees, tin foil for a spaceship or sand for the beach. Form Select the most appropriate joining technique for the purpose of their model. Design Make a plan with an intended outcome. Function Create something for a purpose.and explain their creation. Adapt and improve what they have done. Select props and materials of their choosing to enhance role play. |
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Beginning to mix colours, Join in with role play games and use resources available for props Build models using construction equipment of different houses designs Self-portraits, junk modelling, (take pictures of children’s creations and record them explaining what they did.) Paint family portraits, display in home role-play area. Provide opportunities to work together to develop and realise creative ideas. Leaf printing |
Celebration artwork, firework pictures Large scale firework art, Christmas decorations, Christmas cards, Diva lamps Colour Mixing, large scale The use of story maps, props, puppets and story bags will encourage children to retell, invent and adapt stories.. Shadow Puppets Henna designs Poppy making Birthday invitations / cards Letters to Santa designs Construction of different buildings of people who help us (police etc) |
Children will be encouraged to select the tools and techniques they need to assemble materials that they are using e.g creating characters from books such as Zog, gingerbread man Use different textures and materials to make houses for the three little pigs and bridges for the Three Billy Goats Making lanterns for Chinese New Year Chinese writing, Making Welsh Dragons Puppet making Teach children different techniques for joining materials, such as how to use adhesive tape and different sorts of glue, split pins and tape. Making front cover of book designs Becoming an illustrator’ activities |
Make different textures; make patterns using different colours Pastel drawings, printing, patterns on Easter eggs, Flowers Mother’s Day crafts Easter crafts Pop Up Science Lab role play Dinosaur crafts Building dinosaurs out of Lego and other construction material Junk modelling, houses, bridges boats and transport. |
Children will explore ways to protect the growing of plants by designing scarecrows Exploration of other countries, dressing up in different costumes. Retelling familiar stories Provide children with a range of materials for children to construct with. Flower crafts, sun flowers, printing of petals. Leaf printing |
Symmetrical butterflies Life cycles art using a split pin design Creating different animal pictures looking at print and pattern to create pictures Sand pictures Paper plate mini-beats Puppet shows Colour mixing for woodland and river pictures Fathers Day crafts |
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Role Play |
Home, Kitchen, School |
Santa's Grotto / Workshop Nativity Scene |
Fairy Tale Castle or Cottage |
Archaeologists Lab Mini Museum |
Garden Centre Flower Shop |
Farm, Vets, Pets Store |
Expressive Arts and Design - Being Imaginative and Expressive
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Autumn 1 |
Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
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Overarching Theme |
All About Me |
Let Us Celebrate | Terrific Tales | Time Travellers | Plants and Growing | What is in the Wild? |
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Big Question |
What makes me unique?
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What do you celebrate?
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What is your favourite story?
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What can we learn from the past?
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How does your garden grow?
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What great things do little creatures do?
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Being Imaginative and Expressive |
The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe. |
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End of Autumn Term Outcomes |
End of Spring Term Outcomes | End of Summer Term ELGs | ||||
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Painting, 3D modelling, messy play, collage, cutting, drama, role play, threading, clay sculptures, Lots of links to Fine Motor Skills. Children to explain their work to others. |
Recount narratives and stories with peers and their teacher. Sing a range of well-known nursery rhymes and song Adapt narratives and stories with peers and their teacher. Perform songs, rhymes, poems and stories with others |
Invent narratives and stories with peers and their teacher. Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music to express their feelings. |
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used. Make use of props and materials when role playing characters in narratives and stories |
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Listening and responding to different styles of music, linked to whole school cultural capital. Learning to sing or sing along with nursery rhymes and action songs. Improvising leading to playing classroom instruments. Learning a song and actions for the Harvest Festival. |
Listening and responding to different styles of music, linked to whole school cultural capital. Improvising leading to playing classroom instruments. Share and perform poems. Learn Christmas songs for Nativity. Learn dance moves for the Nativity. |
Listening and responding to different styles of music, linked to whole school cultural capital. Singing and learning to play instruments within a song. Share and perform the learning that has taken place Singing maths songs. |
Musical learning focus Listening and responding to different styles of music, linked to whole school cultural capital Act out different stories and learn actions to Talk 4 Writing stories and use puppets to perform them to the class. Poetry performing competition. Singing Maths songs. |
Revisiting other nursery rhymes and action songs. Playing instruments within the song Improvisation using voices and instruments. Create a class composition of music. Act out the recent stories using puppets. |
Consolidates the learning that has occurred during the year. Make props for role play |
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Role Play |
Weekly DaCapo Lessons Harvest Festival Singing Performance |
Weekly DaCapo Lessons Christmas Nativity |
Weekly DaCapo Lessons | Weekly DaCapo Lessons | Weekly DaCapo Lessons | Weekly DaCapo Lessons |